Students will be learning what a mole is, the relationships between moles and masses, and begin using the necessary tools to learn to convert between the two. I plan to give them several experiences on the macroscopic level which they can use to assimilate moles.
Learning Performances
Students will be able to convert from moles to masses and will understand that different element's atoms' have different masses.
WHAT WILL THEY BE ABLE TO DO AFTER THIS LESSON?
SO THEY DO NOT NEED TO BE ABLE TO DEFINE OR EXPLAIN THE IDEA OF A MOLE?
THIS ARTIFACT WILL BE IN THEIR NOTEBOOK WHEN YOU WANT THEM TO STUDY FOR A TEST. SHOULDN'T THEY ALSO HAVE A PLACE TO RECORD THE POINT OF THE ACTIVITY?
ARE STUDENTS MEASURING 5 SAMPLES OF EQUAL NUMBERS OF PCS? IS THIS EXPLAINED SOMEWHERE? WHY NOT JUST HAVE THE MEASURE THE MASS OF A SINGLE PC, OR 5 PCS ONE AT A TIME?
WHAT IS YOUR CHEMICAL RATIONALE FOR WHAT YOU ARE ASKING THEM TO DO?
WHAT TYPE OF BALANCE WILL THE STUDENTS USE? BEAM BALANCE OR ELECTRONIC?
Time Required
~ 45 min.
Instructional Sequence
Introducing the lesson
The lesson will begin with a bucket of ping-pong balls and a bucket of golf balls in the front of the room along with a mass balance. I can hold up one of each and ask the class to give me their observations, "What differences and similarities do you see between these two balls. Ideally, I would try to disguise them so that they seem quite similar at first appearance; HOW? this could be used to my advantage because it will give me the element of surprise and could use be used to grasp their attention. That could be difficult though so this lesson is under the assumption that the students can see the difference between the golf ball and the ping pong ball. I intend to activate their prior knowledge by asking them questions about the balls, "Is it possible for these two balls two have different masses, properties, etc."
ONE THING TO THINK ABOUT IS HOW TO ASK QUESTIONS THAT REQUIRE STRAIGHT FORWARD ANSWERS THAT STUDENTS FEEL VALIDATED ANSWERING. FOR EXAMPLE, WHY NOT START BY HOLDING UP ONE GOLF BALL AND ASKING STUDENTS WHAT THEY KNOW ABOUT A GOLF BALL. YOU CAN LIST THEIR ANSWERS AND THEN SHOW TWO MORE GOLF BALLS AND ASK THEM WHAT THEY KNOW ABOUT GOLF BALLS IN GENERAL . HOPEFULLY THEY WILL SAY THAT THEY ALL WEIGH THE SAME AND ARE THE SAME SIZE AND YOU CAN ASK HOW THEY KNOW THAT. YOU CAN DO THE SAME FOR ONE AND THEN THREE PING PONG BALLS.
Instructional Activities
I will then proceed to weigh the two types of balls and record the results of avg. mass on the board. I want them to realize that looks can be deceiving and even though i measured the same amount of balls each, I still recorded different masses for the two. I can then explain what I would like to have them do. I would like for them to show me that they can count paper clips without having to actually count them. The activity includes them getting a random number of paper clips, weighing a sample and computing an average mass, then predicting how many they have using that information. Each group will report their results on the board in the front of the class.
THIS LOOKS LIKE TWO ACTIVITIES (YOUR DEMO AND STUDENTS' WORK). YOU SHOULD WRITE OUT STEP-BY-STEP WHAT WILL HAPPEN IN EACH ACTIVITY, INCLUDING THE INSTRUCTIONS YOU WILL GIVE TO STUDENTS AND THE INFORMATION YOU WILL PROVIDE FOR WHY THEY ARE DOING THE ACTIVITY.
Concluding the Lesson
The purpose of the lesson was to teach the students that there can be many different ways to quantify things. DID YOU TELL THEM THIS AT THE START? HOW MANY WAYS HAVE YOU SHOWN THEM? The units can not be ignored as a scientist. YOU DID NOT MENTION UNITS EARLIER IN THE LESSON. I would also like to get them to realize the importance of conversions and units. IS THIS IN THIS LESSON OR ANOTHER? One great example would be to explain how most countries use units that are different than the United States'. I would try asking questions to try to "pull" this information from them, hopefully they can make this determination on their own.
Assessing Student Understanding
Finally, I would ask them why this lesson had this title, even though we didn't even use apples or oranges. I want them to realize that two different apples, both being an apple, could still have two different masses. Whereas two different golf balls should have the same mass and will always have the same mass. WILL YOU COUNTING METHOD WORK FOR APPLES?
Cautions
There do no seem to be any dangerous materials associated with this class lesson.
Sources
Wilbraham, A., Staley, D., Matta, M. & Waterman, E. (2002). Chemistry. Addison-Wesley.
Fogleman, Jay (title & materials)
1. Completeness
3 - Lesson and Rationale are complete.
2 - All parts of LP are done, but rationale is missing.
1 - There are parts of the LP that are either missing or incomplete.
2. Instructional Activities include:
(0) • Teacher-led opportunities for experiencing and representing the content
(0) • Questions and prompts that promote students thinking about concepts of the lesson
(0) • Clear links that establish the purpose of the lesson
LESSON DOES NOT YET HAVE A CLEAR SEQUENCE OF QUESTIONS (AND EXPECTED ANSWERS.) PURPOSE OF ACTIVITY IS STILL VAGUE.
3. Assessment
3 - There is an assessment strategy and a key for each activity.
2. There are assessment strategies and keys for some of the activities.
1. There are suggestions for assessment strategies but no keys.
0 - There are no assessment strategies included.
4. Rationale
1 - A rationale for the lesson's activities was included.
0 - No rationale for the lesson's activities was included.
5. Comments:
THIS IS A GOOD START FOR THIS LESSON. DO YOU THINK YOU SHOULD INTRODUCE THE IDEA OF MOLES ON THIS DAY OR LATER? DO CHEMISTS USE MOLES IN A WAY SIMILAR TO HOW YOU HAD STUDENTS MASS THE PAPERCLIPS? I ALWAYS THINKING OF MOLES AS A NAME FOR A PARTICULAR QUANTITY, LIKE "DOZEN."
EDC 430 - Demo Lesson Evaluation
Name: Steve C
Score: 2 / 10
Lesson Text:
Title:
Comparing Apples to OrangesGrade Level:
11Course:
General ChemistryLesson Overview
Students will be learning what a mole is, the relationships between moles and masses, and begin using the necessary tools to learn to convert between the two. I plan to give them several experiences on the macroscopic level which they can use to assimilate moles.Learning Performances
Students will be able to convert from moles to masses and will understand that different element's atoms' have different masses.WHAT WILL THEY BE ABLE TO DO AFTER THIS LESSON?
SO THEY DO NOT NEED TO BE ABLE TO DEFINE OR EXPLAIN THE IDEA OF A MOLE?
Links to Standards or Benchmarks
Steve Cannici - Learning Goal AnalysisMaterials Needed
*Ping Pong Balls*Golf Balls
*Paper Clips
*Mass Balance
*Paper & Pencil
*Calculator
*Lesson Plan Worksheet
WORKSHEET COMMENTS:
- WHY DIDN'T YOU INCLUDE A TITLE AND A PURPOSE.
- THIS ARTIFACT WILL BE IN THEIR NOTEBOOK WHEN YOU WANT THEM TO STUDY FOR A TEST. SHOULDN'T THEY ALSO HAVE A PLACE TO RECORD THE POINT OF THE ACTIVITY?
- ARE STUDENTS MEASURING 5 SAMPLES OF EQUAL NUMBERS OF PCS? IS THIS EXPLAINED SOMEWHERE? WHY NOT JUST HAVE THE MEASURE THE MASS OF A SINGLE PC, OR 5 PCS ONE AT A TIME?
- WHAT IS YOUR CHEMICAL RATIONALE FOR WHAT YOU ARE ASKING THEM TO DO?
WHAT TYPE OF BALANCE WILL THE STUDENTS USE? BEAM BALANCE OR ELECTRONIC?Time Required
~ 45 min.Instructional Sequence
Introducing the lesson
The lesson will begin with a bucket of ping-pong balls and a bucket of golf balls in the front of the room along with a mass balance. I can hold up one of each and ask the class to give me their observations, "What differences and similarities do you see between these two balls. Ideally, I would try to disguise them so that they seem quite similar at first appearance; HOW? this could be used to my advantage because it will give me the element of surprise and could use be used to grasp their attention. That could be difficult though so this lesson is under the assumption that the students can see the difference between the golf ball and the ping pong ball. I intend to activate their prior knowledge by asking them questions about the balls, "Is it possible for these two balls two have different masses, properties, etc."ONE THING TO THINK ABOUT IS HOW TO ASK QUESTIONS THAT REQUIRE STRAIGHT FORWARD ANSWERS THAT STUDENTS FEEL VALIDATED ANSWERING. FOR EXAMPLE, WHY NOT START BY HOLDING UP ONE GOLF BALL AND ASKING STUDENTS WHAT THEY KNOW ABOUT A GOLF BALL. YOU CAN LIST THEIR ANSWERS AND THEN SHOW TWO MORE GOLF BALLS AND ASK THEM WHAT THEY KNOW ABOUT GOLF BALLS IN GENERAL . HOPEFULLY THEY WILL SAY THAT THEY ALL WEIGH THE SAME AND ARE THE SAME SIZE AND YOU CAN ASK HOW THEY KNOW THAT. YOU CAN DO THE SAME FOR ONE AND THEN THREE PING PONG BALLS.
Instructional Activities
I will then proceed to weigh the two types of balls and record the results of avg. mass on the board. I want them to realize that looks can be deceiving and even though i measured the same amount of balls each, I still recorded different masses for the two. I can then explain what I would like to have them do. I would like for them to show me that they can count paper clips without having to actually count them. The activity includes them getting a random number of paper clips, weighing a sample and computing an average mass, then predicting how many they have using that information. Each group will report their results on the board in the front of the class.THIS LOOKS LIKE TWO ACTIVITIES (YOUR DEMO AND STUDENTS' WORK). YOU SHOULD WRITE OUT STEP-BY-STEP WHAT WILL HAPPEN IN EACH ACTIVITY, INCLUDING THE INSTRUCTIONS YOU WILL GIVE TO STUDENTS AND THE INFORMATION YOU WILL PROVIDE FOR WHY THEY ARE DOING THE ACTIVITY.
Concluding the Lesson
The purpose of the lesson was to teach the students that there can be many different ways to quantify things. DID YOU TELL THEM THIS AT THE START? HOW MANY WAYS HAVE YOU SHOWN THEM? The units can not be ignored as a scientist. YOU DID NOT MENTION UNITS EARLIER IN THE LESSON. I would also like to get them to realize the importance of conversions and units. IS THIS IN THIS LESSON OR ANOTHER? One great example would be to explain how most countries use units that are different than the United States'. I would try asking questions to try to "pull" this information from them, hopefully they can make this determination on their own.Assessing Student Understanding
Finally, I would ask them why this lesson had this title, even though we didn't even use apples or oranges. I want them to realize that two different apples, both being an apple, could still have two different masses. Whereas two different golf balls should have the same mass and will always have the same mass. WILL YOU COUNTING METHOD WORK FOR APPLES?Cautions
There do no seem to be any dangerous materials associated with this class lesson.Sources
Wilbraham, A., Staley, D., Matta, M. & Waterman, E. (2002). Chemistry. Addison-Wesley.Fogleman, Jay (title & materials)
1. Completeness
2. Instructional Activities include:
(0) • Teacher-led opportunities for experiencing and representing the content(0) • Questions and prompts that promote students thinking about concepts of the lesson
(0) • Clear links that establish the purpose of the lesson
LESSON DOES NOT YET HAVE A CLEAR SEQUENCE OF QUESTIONS (AND EXPECTED ANSWERS.) PURPOSE OF ACTIVITY IS STILL VAGUE.
3. Assessment
4. Rationale
5. Comments:
THIS IS A GOOD START FOR THIS LESSON. DO YOU THINK YOU SHOULD INTRODUCE THE IDEA OF MOLES ON THIS DAY OR LATER? DO CHEMISTS USE MOLES IN A WAY SIMILAR TO HOW YOU HAD STUDENTS MASS THE PAPERCLIPS? I ALWAYS THINKING OF MOLES AS A NAME FOR A PARTICULAR QUANTITY, LIKE "DOZEN."